New Dimensions to Self-directed Learning on open Networked Learning Environments

Rita KopHélène FournierIIT - PLE Project Learning and Collaborative Technologies

GroupMoncton

25th International Self-Directed Learning Symposium, February 9 - 12, 2011 Cocoa Beach, Florida, USA

What to expect

Changing learning environment

Changing learning environment

Conclusions

Conclusions

Challenges

Challenges

Research methods

Research methods

Learning on a Massive Open Online Course

Learning on a Massive Open Online Course

The changing learning environment

http://bit.ly/gmNndn

Connectivism

George Siemens

Stephen Downes

The Web in 2010

http://www.flowtown.com/blog/have-we-reached-a-world-of-infinite-information?display=wide

Challenge:The network itself

http://bit.ly/gsiqF7

Barabási (2003)

Challenge:dimensions of learner

autonomy

(Bouchard, 2009)

Challenge: Critical Literacies

 

http://visuallit.wordpress.com/2008/06/03/media-literacy-visual-literacy-connect/

Challenge: The cloud and social media

abovethelaw.com

meatmeter.blogspot.com

RSS feeds and readers

Active participation in connectivist learning

• Aggregating

• Remixing

• Repurposing

• Feed forward profesorbaker.wordpress.com

(Downes, 2011)

Learning on a Massive Open Online Course

Research ApproachQualitative methods

Virtual ethnography consisting of :

• Observations on learning environment

• Observations outside the learning environment using course tag

• Active participation by facilitator

• Action research by participants

• Qualitative questions on three surveys

• Focus group

Quantitative methods:• Data mining of the learning environment• Data mining outside the learning environment using course tag• Surveys

Analysis of data

Qualitative data• Standard

discourse analysis: sorting data into themes

• Nvivo

Quantitative data:• Learner analytics and visualization• statistical analysis of surveys

Who were the participants?

Participants’ age

Participants’ residence

Participants’ professional background

Analysis:What did participants

do?

PLENK participation rates

Analysis: Interactions on the PLENK Moodle

The complex network a facilitator's post generated

Relationships between topics in a discussion in week 1

Analysis: Interactions on the PLENK Moodle

Social network and connection between participants

Viewing and posting in PLENK 2010 Course Moodle

Analysis: Twitter

Analysis: Twitter

Aggregated postings in the PLENK Daily during six weeks Aggregated postings in the PLENK Daily during six weeks Aggregated postings in the PLENK Daily during six weeks

#tags related to Twitter posts in the PLENK Daily - six weeks duration

Twitter connections between PLENK participants

Analysis: identifying themes

Analysis: identifying themes

Word count in relation to PLE/PLNs concept map discussion

Learner experience - novice

. . I’m learning and contributing as I go. . . I’m getting more and more involved as I go on and as my comfort level increases. . . . PLNs, despite best intentions can be quite cliquey (sp?) and as a newcomer, that can be quite intimidating. Will I get more comfortable sharing and experimenting? You bet! A participant

Importance of active participation

Importance of active participation

Why was active participation perceived to be important?

What did people produce?

• Twitter posts• Discussion posts• Blog posts• Concept maps• Google map of

participants• Wordles• Pearltrees

networks• Presentations• Animations• S.Network groups• Second Life area

What did people produce?

What did people produce?

Why did people choose to ‘lurk’?

Contributing factors to lurking behavior

PLENK perceptions around ‘lurking’

Motivational issues

Facilitator role in supporting critical literacies ‘One of the tasks of a teacher is to help

develop and shape students' personal learning environments. This would involve introducing the students to resources and tools. Teaching the students how to critically evaluate resources and tools. And, teaching how to control and filter the flow of information coming to them as a consequence of their personal learning environment.’

A participant

Conclusions

• Bouchard’s dimensions of learner autonomy were useful in analyzing the data

• Critical literacies was an added dimension• People engaged in active participation in

their own way • To inspire people into creative production

required a high level of confidence, engagement and activity in the learner

Rita Kop

Frederika.Kop@nrc-cnrc.gc.ca